Poor
Most pitches are performed incorrectly and student is not able to track within musical score.
FairMany of the pitches are performed incorrectly, but student tracks well in musical score.
Good
Most notes were in pitch and performed correctly, no tuning issues
Excellent
Confidently performed all pitches correctly
Rhythmic Accuracy
Poor Most of the rhythms in musical score are performed incorrectly.
Fair Some basic rhythms are performed correctly; however, has challenges with some rhythms in specific measures.
Good Most of the rhythms are performed correctly, with few errors.
Excellent Confidently performs all rhythms correctly.
Style/Interpretation
Poor The style and interpretation of the piece is not executed during performance.
Fair Some parts of the piece are performed using both style and interpretation.
Good Most of the piece is performed using correct style and interpretation.
Excellent The performance of the piece is beautifully executed with both appropriate style and interpretation.
Musicianship
Poor No dynamics. No use of articulation. Most phrases are performed incorrectly.
Fair Some dynamics are observed. Some articulation is performed. Some phrases are complete and musically accurate.
Good Most of the dynamics are followed, and most of the articulation signs are observed. Most phrases are performed correctly.
Excellent Student performs the piece with appropriate dynamics, phrasings, and articulation.
Posture
Poor Poor Posture
Fair Fair Posture
Good Good Posture
Excellent Excellent posture
Musical Project
Needs Improvement 1 pts
Poor 2 pts
Fair 3 pts
Good 4 pts
Excllent 5 pts
Work in class
Did not do any work on project in class. Did not stay on task or follow directions. Did not bring any materials to class.
Only worked on project in class a little bit. Had a hard time staying on task and following directions. Brought materials to class once or twice.
Worked on project in class some times. Had a hard time staying on task and following directions. Brought some materials to class to work on project.
Worked on project in class most of the time. Usually stayed on task and followed directions. Brought materials to class to work on project most days.
Worked on project in class every day. Stayed on task and followed directions. Brought materials to class to work on project every day.
notes to evaluatee:
Work with partner
Did not work well with partner. Was absent most of the time. Did not do any work on the project.
Had a hard time working with partner. Was absent many days. One partner did more work than the other.
Had a hard time working with partner. Was in class some of the time. One partner did more work than the other.
Worked pretty well with partner. Was in class most of the time to help with the project. Each partner did some work on project.
Worked well with partner. Was in class every day to help with the project. Each partner did equal work on project.
notes to evaluatee:
Poster presentation
Only one partner did the presenting. Presentation was not well planned out and was not well presented.
One partner did most of the presenting. Presentation was not well planned out, and had a hard time presenting.
Each partner took time to present. Each partner knew what they were going to talk about, but had a hard time with their presentation.
Each partner did some presenting. Each partner had a plan for the presentation and knew for the most part what they were going to talk about.
Each partner did equal time poster. Each partner had a well planned presentation and knew what they were going to talk about.
notes to evaluatee:
Composer presentation
Did not have notes. Was not well presented. Had no plan for what was presented. Was not informative and not accurate.
Had notes but nothing written on them. Had a hard time presenting. Was not real sure of what was presented. Lacked some information or was not real accurate.
Had notes but not much written on them. Was presented okay. Had an idea of what was presented. Was informative and accurate.
Had notes. Was pretty well presented. Had a plan of what was presented. Was pretty well informative and accurate.
Had good notes. Was well presented. Had a good plan of what was presented. Was very informative and accurate.
notes to evaluatee:
Composition portfolio
Portfolio is badly presented. Paper is missing a composer or written about the wrong person.
Folio is not the correct length and does not have correct structure and not well organized.
Portfolio is presented at basic level and has some mistakes. Paper is informative. Not well organized, difficult to read
Portfolio is well organized and well presented, but has some mistakes. Paper is informative and well written. Paper is written about the correct composer or composers.
Portfolio is well organized and well presented with correct grammar. Paper is very informative and well written. Paper is written about the correct composer or composers.
Poor The essay has no structure, there are more than 12 grammatical/spelling errors, most of the references and citations are inaccurate.
Fair The essay has an unclear structure, there are 12 or less grammatical/spelling errors, at least half of the references and citations are accurate.
Good The essay has a notable structure, there are 8 or less grammatical/spelling errors, the references and citations are mostly accurate.
Excellent The essay has a clear and cohesive structure (opening, body, closing), there are 5 or less grammatical/spelling errors, the references and citations are totally accurate.
Poor The essay includes content on 4 or less of the 7 listed elements of theory, the content is mostly incorrect.
Fair The essay includes content on 5 of the 7 listed elements of theory, the content is half correct.
Good The essay includes content on some listed elements that relate to selected style, the content is mostly correct.
Excellent The essay includes content on all elements that related to the style of music, the content is totally correct.
Descriptive Vocabulary 10 pts (new musical terms and your own individual descriptive language; creativity)
Poor The essay uses less than 10 musical terms and does not use individual descriptive language.
Fair The essay uses at least 10 musical terms as well as some individual descriptive language.
Good The essay uses at least 15 musical terms as well as fairly significant amounts of individual descriptive language.
Excellent The essay uses 20 or more accurate musical terms as well as significant amounts of individual descriptive language.
Composer Content 20 pts (personal background, musical style and tendencies, noted contributions and relevance)
Poor The essay has a weak amount of content about the composer, and does not attempt to tie it into the other aspects of the essay.
Fair The essay has fairly accurate content about the composer in some of the listed elements, and attempts to tie it into the other aspects of the essay.
Good The essay has somewhat accurate content about that composer in most of the listed elements, and ties it into the other aspects of the essay.
Excellent The essay has thorough and accurate content about the composer in all of the listed elements, and appropriately ties it into the other aspects of the essay (history/theory).
Point of View on performance issues 30 pts (a reason for writing the paper)
Poor The essay has poor point of view or statements in performance aspects.
Fair The essay has a point of view/thesis statement that is unsupported by data/examples within the paper.
Good The essay has a point of view/thesis statement which is mostly supported by data/examples within the paper.
Excellent The essay has a clear and original point of view/thesis statement that is supported by data/examples within the paper.
1 pts
2 pts
3 pts
4 pts
Most pitches are performed incorrectly and student is not able to track within musical score.
Most notes were in pitch and performed correctly, no tuning issues
Confidently performed all pitches correctly
1 pts
2 pts
3 pts
4 pts
5 pts
10 pts
15 pts
20 pts
25 pts
30 pts
5 pts
10 pts
15 pts
20 pts
10 pts (grammar, spelling, citations, references)
30 pts (Elements of theory: harmony, melody, rhythm, instrumentation, orchestration, tempo, dynamics)
10 pts (new musical terms and your own individual descriptive language; creativity)
20 pts (personal background, musical style and tendencies, noted contributions and relevance)
30 pts (a reason for writing the paper)